Conversation about the creativity of animal artists in elementary school. Lesson summary on fine arts “Image of an animal in volume. An image of an animal in an expressive pose. Plasticine Lesson summary: image of animals in art
Conversation for younger schoolchildren on the topic: "Acquaintance with the work of animal artists, the founders of the animalistic genre in Russia."
Nadezhda Yuryevna Gorbova, teacher at the Children's Art School, Yaransky district, Kirov region, Yaransk city.Description: This lesson summary introduces the work of the founders of the animalistic genre in Russia and provides a brief history of the genre.
Purpose: intended for fine art teachers and additional education teachers with the aim of introducing younger schoolchildren to the depiction of the animal world in the works of animal artists.
Target: introducing children to the work of animal artists V. A. Vatagin, I. S. Efimov, D. V. Gorlov, who are the founders of the animalistic genre in Russia.
Tasks:
- continued study of the animalistic genre;
- developing interest in studying the animal world;
- development of abilities to compare, analyze;
- consolidation of knowledge about the variety of artistic means and materials with which you can embody the image of an animal;
- consolidation of knowledge about graphic materials;
- broadening your horizons.
Materials and equipment: photographic materials about the work of artists, a crossword puzzle about animals in riddles.
During the classes
I. Organizational moment(checking student readiness)
To become nature's friend,
Find out all her secrets,
Solve all the riddles
Learn to observe
Let's develop mindfulness together,
And our curiosity will help us find out everything.
II. Updating students' knowledge on the topic:
Teacher: Guys, in the last lesson we looked at how the image of an animal is embodied in folk arts and crafts.
- Let's remember what folk toy we met? (Bogorodskaya, Gorodetskaya, Filimonovskaya).
- The image of what animal is embodied in them? (horse, deer, turkey, ram, chickens, bear).
- What other types of decorative folk art have we considered, where is the image of an animal found? (the image of the animal is also found in Gorodets painting: horse, cat, lion, peacock; folk embroidery, Zhostovo trays).
III. Studying a new topic.
Today in the lesson we will get acquainted with the work of Russian animal artists who devoted their entire lives to animals: they studied their habits, drew, and embodied their image in various artistic materials. Animals are the main theme, the “hero” of the work, its image is the main goal of the artist.
Artists working in this genre are called animalists.
Animalism (from the Latin animal, beast) is one of the oldest genres of fine art, dedicated to the animal world.
Examples of unsurpassed perfection in the depiction of animals are provided by primitive art. Rock paintings found in Spain (Altamira), France (Lascaux, Font-de-Gaume), Russia (in the Southern Urals) amaze with their amazing vitality in conveying the appearance and movements of animals - bulls, wild horses, deer, bears, bison. They were depicted using simple means: coal, clay.
In Ancient Egypt and the states of ancient America, images of animals, in which they saw incarnations of gods, are found in painting, sculpture, and jewelry, which often served as “amulets” against evil forces. The cat, crocodile, black bull, scarab beetle - all these are sacred animals of Egypt.
Priests from this country believed that any image of him would not only decorate the house, but also protect everyone living in it from harm, negative energy, and even illness and death.
The image of the scarab beetle is often found in jewelry.
In China, in its temperamental art, the beast is depicted in various materials: precious metals, porcelain, earthenware, stone, paper. Guys, what animal is shown in the photo?
Students: the Dragon.
Teacher: The Chinese dragon means everything positive, good and brings a positive beginning.
In China they also like to depict tigers. The tiger symbolizes passion, power and courage, but also destruction and ferocity. Its positive meaning was determined by the fact that it drove out and devoured wild pigs that devastated the fields.
Relief patterns with fabulous animals decorate the walls of ancient Russian white-stone churches (Dmitrov Cathedral in Vladimir, Church of the Intercession on the Nerl).
In medieval art, animals and birds became “talking” symbols: a dog meant loyalty and protection, a dove meant peace and hope, monkeys meant base human passions and desires. A special place was occupied by the image of a lamb (lamb) - a symbol of the innocent sacrifice of Christ.
Let's follow the path of artists who dedicated their work to the animal world in all its diversity in Russia - these are V. A. Vatagin, I. S. Efimov, V. A. Serov, D. V. Gorlov.
Each of them was a bright individual, each followed his own independent path, and all of them together stood at the origins of the animalistic genre in Russia.
Vasily Alekseevich Vatagin (1884-1969).
Vasily Alekseevich Vatagin was a great worker - the huge number of works left after him is amazing. Vatagin's works are kept in many museums across the country, including the Tretyakov Gallery and the Russian Museum.
Vatagin’s selfless devotion to his life’s work, self-demandingness, and ability to study until the end of his days made him one of the outstanding figures in the animalistic genre. He can be called the founder of the Moscow animalistic school.
“Since I can remember, my favorite pastime has been drawing,” Vatagin recalls in his autobiographical notes.
Who do you think he drew?
Students: animals.
Teacher: Since the artist’s entire life was devoted to the study and depiction of the animal world.
The style of Vatagin’s works in the early 1900s was influenced by his numerous travels throughout Russia and abroad. He traveled to the north and south of Russia, painted in European zoos for several years, collecting material about exotic animals for Moscow University, and visited Greece, Sicily, and Constantinople.
Vatagin draws animals using graphic materials.
Creates sculpture in wood and stone.
The artist had a tendency to depict animals in a very naturalistic way.
I painted a lot of animals from the Moscow Zoo.
Guys, what graphic materials do you think were used to make the drawings?
Students: colored pencils, watercolor.
Teacher: Yes, that's right! The artist uses only three colors, but the resulting drawings are so expressive. The main means of expression is line.
Gradually he develops a simple and clear language. His “palette” is enriched, in addition to wood, he works in marble, faience, terracotta, majolica, and cuts bone. He thoroughly studied the capabilities of various materials and learned to use them.
A feeling of inexhaustible love for the animal world, admiration and admiration for its amazing diversity and perfection lay at the basis of Vatagin’s creativity. He often turns to the genre of animal portraiture:
Guys, whose head is this?
Students: Monkey head
Teacher: In portraits of animals, Vatagin inquisitively and kindly penetrates into the inner world of the beast. In genre sculptures, he knows how to tactfully and clearly convey manifestations of animal affection, friendship, and love. These are his “Playing Panthers”
“Playing Bears”, “Monkey with Cub” and many others. Vatagin had a “sense of the beast,” as he himself said, which helped him love and creatively comprehend the world of living nature.
Guys, you've probably read about Mowgli?
Students: Yes.
Teacher:“Mowgli” was Vatagin’s favorite book. He drew illustrations for it.” These illustrations combine his deep knowledge of the animal world and the fantastic memories of the artist's travels in India.
In addition to Mowgli, Vatagin illustrated a large number of children's books with works by A. Chekhov, L. Tolstoy, Jack London, Seton-Thompson and others.
Physical exercise “Animal exercise”
Animal exercise
Once - squat,
Two - jump.
This is a rabbit exercise.
How can the little foxes wake up?
(Rub your eyes with your fists)
They like to stretch for a long time
(stretch)
Be sure to yawn
(yawn, covering your mouth with your palm)
Well, wag your tail
(movement of hips to the sides)
And the wolf cubs arch their backs
(bend your back forward)
And jump lightly
(light jump up)
Well, the bear is clubfooted
(arms bent at the elbows, palms connected below the waist)
Paws spread wide
(feet shoulder width apart)
Either one or both together
(stepping from foot to foot)
Marks time for a long time
(swinging the body to the sides)
And for those who don’t have enough charging -
Starts all over again!
(spread your arms to the sides at waist level, palms up)
Dmitry Vladimirovich Gorlov was a student of Vasily Vatagin. Gorlov’s creative activity is closely connected with children and work for them.
The artist was involved in the development of children's toys.
At that time there was a boring assortment of lifeless dummies with natural colors.
He developed more than a hundred samples of wood and papier-mâché products, many of which had movement and hinges. His baby elephant, made from various parts, was a success. He moved his ears and trunk, and could either walk sedately, like an adult elephant, or run mischievously. And the puppy turned its head and, depending on the degree of rotation, was either sad or cheerful.
Rubber elephant.
His toys were good.
The artist himself was very fond of animals - there was always a dog, rabbits, pigeons, and mice in his house. Dmitry Vladimirovich began drawing at the age of two. During the Civil War there was no time for studying; I had to work a lot and even perform in the circus. He studied briefly in different studios, and learned his main lessons as an animal artist by observing animals and making sketches of them. He wrote about this with pride in his application form: he acquired his specialty at the Moscow Zoo.
Together with Vatagin, Gorlov also worked on sculptural groups of animals for the new entrance to the Moscow Zoo (1936):
“I don’t have a favorite material,” he writes, “I have a favorite topic... any material is interesting, but the most interesting thing is to find the keys to it.” And he worked in wood, stone, terracotta, majolica, faience, fireclay, porcelain, metal, papier-mâché...
Little lynx, porcelain.
Teddy bear on a stump.
Here is such a porcupine - a pencil holder. This is not only a sculpture of an animal, but also a useful thing)). His animals are very kind and cozy.
Dmitry Vladimirovich considered himself primarily an animal sculptor, but he never parted with a pencil and pen. Drawing was such an urgent necessity for him that by the end of his life the artist himself was overwhelmed by the amount of drawn and written work.
In addition to toys and porcelain, Honored Artist of the RSFSR Dmitry Vladimirovich Gorlov designed about sixty books.
Guys, you are all probably familiar with the fables of Ivan Andreevich Krylov. Please name them.
Students:“Swan, Crayfish and Pike”, “Crow and Fox”, “Pig under the Oak”.
Teacher: Well done! Dmitry Vladimirovich Gorlov created a series of eight high reliefs for the monument to Krylov made of bronze.
Illustration for I. Krylov's fable "Quartet"
Another wonderful artist, Valentin Serov, created many wonderful illustrations for Krylov’s fables. He devoted more than 15 years to this business.
Since childhood, Valentin Aleksandrovich adored all kinds of “animals”. He loved to watch animals, notice their behavior and similarities with people. The artist painted them a lot and willingly.
The artist was so captivated by the work that as a result, a huge number of sketches, sketches and completed paintings on the theme of Krylov’s fables appeared.
Look at the interesting compositional design of the illustration for the fable “The Crow and the Fox.” Starting from the line “The crow perched on the spruce tree,” Serov makes us feel that the crow really rose high, perching on a spruce branch. The artist places her in the foreground, from where she sees a tiny fox below, trying her best to flatter her.
Serov tries to give each hero individual traits.
Valentin Serov's student, Ivan Semenovich Efimov (1878-1959), continues to experiment with materials, creating images of animals.
"AND. S. Efimov is a special artist: not a sculptor, but an inventor of new forms,” A. A. Favorsky said about him.
The artist was especially attracted by the possibility of using new, rarely used materials. The artist senses the material with amazing precision; it helps him in realizing the image.
In this sculpture, a ball, empty inside, is filled with water, and is held in place by a light copper belt - a hoop with fish. A yellow copper dolphin, its body shining, is directed downwards along the ball. This work once again confirms how limitless Ivan Efimov’s imagination is.
Conveying the behavior of his models with amazing specificity, Efimov at the same time masters the material, playing with the texture of thin copper sheets, cutting them with scissors, bending them with shavings, etc. He also works in bronze (“Moose Fight”, 1936) , wood (“Bear”, 1927), glass (“Beregovitsa”, 1923), faience (“Zebra”, 1927; “Cat with a ball”, 1935)
With his works, I. S. Efimov took a big step in realizing his idea of merging architecture with sculpture: his park fountain sculptures fit perfectly into the airy environment. The through relief “Deer with Grapes” (1950) is especially expressive.
The artist even makes drawings from wire.
Guys, what kind of animals do you think are in the picture?
Students: ram and kangaroo.
Teacher: Yes, that's right, made of wire. How unusual!
IV. Reinforcing what has been learned in the lesson.
The work of the artists we met today was based on an inexhaustible love for the animal world, admiration and admiration for its amazing diversity and perfection.
To become a good animal artist, you need to deeply study nature, collect a lot of material about animals, their habits and life. For starters, you can start with the zoo.
If an artist has a love for a certain topic, then it does not matter to him what artistic materials he uses.
V. The final stage of the lesson.
1) Today in class we learned in more detail which genre of fine art? (animalistic)
2) What is animal art? (image of animals).
3) Who was the first to draw animal drawings and where were they located? (primitive people painted in caves)
4) Which Russian animal artists did you meet in class today? (Serov, Vatagin, Gorlov, Efimov).
5) What materials did the artists use to embody the image of the animal? (clay, metal, painted with watercolors, pencils).
If time permits, you can invite children to solve a crossword puzzle.
Horizontally:
1.
Who is cold in autumn
Walking around gloomy and hungry?
(Wolf)
3.
He lives calmly, is in no hurry,
Carry a shield just in case.
Under him, without knowing fear,
Walking... (turtle)
7.
I am a hunchbacked beast
And the guys like me.
(Camel)
Vertically:
2.
What kind of horses -
Everyone is wearing vests.
(Zebras)
4.
Crying at the threshold
Hides his claws
He will quietly enter the room,
He will purr and sing.
(Cat)
5.
Sleeps in winter
In the summer - he stirs up the hives.
(Bear)
6.
Behind the trees and bushes
It seemed like a flame.
It flashed, ran...
There is no smoke, no fire.
(Fox)
Homework: try to make a copy of an animal drawing made by an animal artist.
I will be glad to receive constructive criticism.
Art activities for schoolchildren
STATE EDUCATIONAL INSTITUTION
"SECONDARY SCHOOL No. 84, MINSK"
Lesson “Fairy-tale image of an animal”
Swede Tatyana Vasilievna
Date: 04/24/2019
Minsk, 2019
Lesson “Fairy-tale image of an animal”
Target: formation in students of a general idea of the meaning of the image of an animal in artistic culture.
Tasks:
To update students’ ideas about the use of animal images in different areas of human activity;
Reveal and characterize the features of the symbolism of the image of an animal in a fairy tale, heraldry;
Improve the ability to express the results of observations of animals in artistic and creative activities;
Develop associative-figurative thinking;
Cultivate interest in embodying the image of an animal in artistic and creative activities
During the classes:
Organizing time.
Introduction.
Repetition of material. (How do artists depict animals?)
Completing tasks 1-3
Physical education minute. Exercise for the eyes.
Completing tasks 4-7
Summing up the lesson. Reflection.
Teacher: Guys, let's remember how artists can depict animals?
That’s right, you and I can observe these animals in our lives in the real world. But there is also a world of fantasy, a fairy-tale world. And today we will talk to you about the fabulous image of animals.
Exercise 1
Teacher: Man began to depict animals in ancient times. Here are the drawings that were preserved in the Lask cave O in France.
Teacher: Why do you think ancient man created images of wild animals?
Task 2
Teacher: The painting by Dutch artist Jan Bruegel depicts the Garden of Eden. What's realistic here? What's fantastic? Why do you think the artist “mixed” truth with fiction?
Task 3
Teacher: Now let's listen to the fairy tale of the English writer Rudyard Kipling "The Cat That Walked By Itself."
Teacher: Name the order in which wild animals became domesticated: first..., later..., even later...
Physical exercise. Exercise for the eyes.
Task 4
Teacher: The Dutch artist Paulus Potter conveyed his admiration for his faithful friend. Select a characteristic for each painting from the list provided. (Tense, touching, noble, strong, gentle, beautiful, weak, slender, persistent and add your own.)
Task 5
Teacher: French composer Camille Saint-Saëns came up with a comic zoological fantasy "Carnival of Animals", consisting of several musical miniatures. They are performed by an ensemble of instruments, which includes: two pianos, strings (violin, viola, cello, double bass), wind instruments (clarinet, flute, piccolo), percussion (xylophone), glass harmonica.
Teacher: Let's listen to the zoological fantasy "Carnival of Animals." Determine what mood and what event of the carnival the composer conveys in each part of the musical miniature using different musical instruments.
Task 6
Teacher: Belarusians have long decorated their homes with images of animals. It was believed that they warded off troubles and helped create peace and prosperity.
Teacher: What natural materials are these figurines made from?
Task 7
Teacher: Modern masters also embody images of real and fairy-tale animals in objects that decorate everyday life.
Teacher: What materials are these figures made of? What type of art do they belong to?
Teacher: The artist is especially interested in images of animals.
Perhaps this is due to the fact that a person observing the habits and nature of animals compares them with the habits and character of a person?
Reflection.
Guys, what new did you learn in class today?
What animal do you compare yourself to? What character traits do you share?
Teacher: Thanks a lot for the lesson, guys. It was very interesting for me to work with you.
Fine art lesson
in 2nd grade
Program and educational complex of B.M. Nemensky “School of Russia”
Lesson topic: Image and fantasy. Fantastic animal.
The purpose of the lesson:
introduce the concept of “fantasy”, images of fabulous birds and fantastic animals.
Lesson objectives:
To give an idea of the role of fantasy in art, in the work of an artist, of the connection between fantasy and reality;
Develop the ability to compare, combine, analyze, make choices, develop fantasy and imagination, independent creative thinking skills;
Improve the technique of working with graphic materials;
Cultivate a love for animals and interest in the subject.
Lesson form: lesson - introduction to art.
Integration: fine arts, history, the world around us.
Lesson type: introduction and communication of new knowledge using ICT.
Forms and methods of teaching:
Explanatory and illustrative;
Frontal and individual.
Personal:
realize the need for a respectful attitude towards works of decorative and applied art, the importance of an emotional and value-based attitude towards one’s own activities as the basis of creativity;
develop fantasy and imagination, the ability to create an artistic image, aesthetic appreciation of works of art and the works of students.
Cognitive:
carry out an analysis of actually existing forms of animals and the ability to creatively transform the forms of the real animal world into conventionally decorative ones.
Regulatory:
to form independent work skills, develop imaginative imagination, the ability to be creative, plan time, work, evaluate and analyze the results of work.
Communicative: develop the need for collective activity, contribute to the accumulation of experience in communication, dialogue, discussion, determine a common goal and ways to achieve it, take an active part in working in pairs, learn to express and defend one’s opinion.
Subject:
understand the “language” of decorative art, master the basic methods of stylizing and combining forms to obtain a new fictional form, develop fine arts, skills, a sense of form and rhythm.
Equipment:
handicrafts with images of fairy-tale birds, cards for group work, children's work, presentation on the topic of the lesson.
Art materials:
watercolor paints, brushes, paper.
During the classes
1. Organizational moment
Checking students' readiness for the lesson.
Thank you, sit down.
The motto of our lesson will be the words of the director, actor and teacher Konstantin Stanislavsky: “Fantasy, like imagination, is necessary for an artist” (presentation material)
2. Warm-up for artists
1) Drawing in the air.
Your hand is a brush. We draw a flower, a butterfly, a house in the air.
2) Blitz tournament (accompanied by presentation material: photos, illustrations)
What are the names of artists who paint without brushes and paints?
(Frost, Autumn)
Name the only drawing creature on Earth.
(Human)
What drawing material makes your face flood with shame?
The artist “drives her into color.” Name it.
What, according to artists, cannot be spoiled with oil?
(Picture)
What is fabric in the painter’s language?
(Canvas, linen)
3. Updating knowledge
On the board there are photos of animals, reproductions of paintings (presentation material),
exhibition of children's drawings.
Teacher: - Who was portrayed in the last art lesson?
Students: - We drew birds of our native land.
Teacher: - What are the names of artists who depict animals?
Students: - They are called animalists.
Teacher: - That's right, how did this word come about?
Students: - From the Latin word “animal” - animal.
Teacher: - What animal artists do you know?
Students: - Vasily Vatagin, Evgeny Charushin, Valentin Serov.
4. Conversation on the topic of the lesson
Teacher: - In the last lesson we drew birds that actually exist in the world around us. What is reality? Reality is what is around us, what actually exists. The real world in all its diversity of manifestations is an invaluable storehouse from which the artist draws themes for his paintings.
Is our school a reality?
Is lunch in the school cafeteria a fantasy?
Serpent-Gorynych, studying with us in the class, is this reality? This is, of course, a fantasy.
Fantasy is an improvisation on a free theme. To fantasize means to imagine, compose, imagine. Fantasy is a dream, a product of the imagination, helps to create something new, enriches a person.
The Master of Images draws not only what he sees around him, but also what his fantasy tells him. The basis of any fantasy is the truth of life. After all, an artist is able to fantasize only on the basis of what he sees in the world around him.
5. Group work
Reviewing the rules of working in a group.
Each group receives a card. Group members meet a fantastic animal to tell the class about it.
Who did the Image Master see?
Each group introduces their information to the class. (accompanied by presentation material: illustrations)
6. Physical exercise
Goal: to distract the child, redirect his attention, relieve fatigue, restore strength and teach the basics of a healthy life.
To draw beautifully,
We need to stretch our fingers.
Fists clenched tightly
And they held it for a while.
They held it and unclenched it.
They showed me their palms.
Do it quickly, kids.
Now it's time to draw.
7. Working with the textbook
Teacher: - Open the textbook on page 62. Today we will get acquainted with a real or fairy-tale bird?
Students: - With a fairytale bird.
Teacher: - Have you seen such a bird in nature?
Students: - Didn’t see it.
Teacher: - This is the fabulous bird Sirin, one of the most beloved images of Russian decorative and applied art. Once upon a time, in the old days, legends about the sweet-voiced bird Sirin were brought to Rus' by merchants and travelers. She was endowed with a strong voice that captivated people and drove them crazy. The bird Sirin flies from Paradise once every hundred years. People listened to the sweet and tempting songs of the bird, followed it, which is why they inevitably died.
You said that you have not seen such a bird in nature, but individual elements, parts?
Students: - These are parts of birds and humans.
Teacher: - The artist combined different parts of different images into one whole. His imagination helped him with this.
Assignment: come up with and depict your own fantastic animal, similar to an animal, bird or fish.
8. Work in pairs
Discuss with your partner what animal you came up with and decided to portray.
9. Creative practical activities of students
Review safety and personal hygiene rules with paint, brush and water.
The artist's imagination is generous,
She gives us so many unexpected things...
Imagine how poor life would be
If only there were no unprecedented miracles in it.
Create! I wish you success in your work.
10. Electronic physical training for eyes “Bee”(http://pedsovet.su)
Goal: effective switching of attention and relieving fatigue from the extraocular muscles.
11. Lesson summary
What is fantasy?
What inspires the Master of Imagery to come up with fantastic images?
What animals did you come up with and depict?
12. Exhibition and analysis of drawings
13. Homework(differentiated)
Red group: find examples of fantastic animals in literary works, bring books to class.
Blue group: sculpt a fantastic animal from plasticine and give it an oral sketch and description.
Green group: find a photo or drawing of a fantastic animal and enter its image.
14. Emotional - artistic reflection
Students are offered two images - landscapes. One picture is imbued with a sad, melancholy mood, the other – with a joyful, cheerful one. Students choose the landscape that matches their mood from the lesson and place a star magnet there.
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15. Cleaning the workplace
List of used literature
1. Bushkova L. Yu. Lesson developments in fine arts according to the program of Nemensky B. M. “Fine arts and artistic work”: 2nd grade. M.: VAKO, 2011.
2. Koroteeva E.I. Fine art. Art and you. 2nd grade: textbook for general education organizations / E. I. Koroteeva; edited by B. M. Nemensky. - M.: Education, 2013.
3. Nemensky B. M. Methodological manual for textbooks on fine arts. Grades 1-4: a manual for teachers / B. M. Nemensky, L. A. Nemenskaya, E. I. Koroteeva. - M.: Education, 2010.
4. Svetlova I. E. Developing imagination and fantasy. M.: Eksmo, 2005.
Internet resources
LESSON ON THE ENVIRONMENT “IMAGES OF ANIMALS IN FOLK ARTS »
Zhogalskaya S.G.,
primary school teacher of higher qualification
|
Name of the project task |
Images of animals in folk art |
|
Item |
The world |
|
Class |
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Task type |
Interdisciplinary (world around, iso, same-age. reflective |
|
Goals, pedagogical tasks |
1To develop the ability to understand anduse animal symbols signsin the design of objectsapplied arts, love the art of your people. 2. Compiling a story about one of the types of folk craft, creating your own pattern on a household item of the ancient Slavs. 3. Work planning, distribution of responsibilities within the group. |
|
UUD |
- Personal:
Regulatory UUD:
Communication UUD:
Cognitive UUD:
Subject:
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Planned pedagogical result |
Ability to apply previously learned knowledge in non-standard conditions. Ability to carry out educational collaboration, create and present a creative product |
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Method and format of performance evaluation |
Evaluation of students' actions while solving a project problem when working in a small group is carried out through expert observation and is issued in the form of an expert sheet. The resulting product is assessed by a group of students through a score sheet with given criteria or by the teacher Assessment of the ability to control and evaluate one’s activities is carried out through a self-assessment sheet |
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Design problem intent |
Third graders,united in groups, it is necessary to organize the work to complete tasks so thatpresent the final product. |
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Goal for children to achieve |
Create models of household items of the ancient Slavs, using new signs in the design - symbols of animals. |
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Means of education |
Presentation, projector, tasks for groups, cards (templates of objects of decorative and applied art, clippings with information about folk crafts, samples with images of folk art objects, pencils, felt-tip pens, sheets with images of signs - symbols of the ancient Slavs, evaluation sheets.)The world around us. 3rd grade. Textbook for general education institutions. In 2 parts / A. A. Pleshakov, M. Yu. Novitskaya - M.: Education, 2016– (Educational system “Perspective”) The world around us. 3rd grade. Workbook. A manual for educational institutions. - M.: Education, 2016 |
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Basic Concepts |
arts and crafts, folk crafts, animal symbols (horse, bird) |
Progress of the lesson:
1. Organizational moment.
Let's smile, hold hands and share our warmth, mentally wish each other well and friendly work in class
2.Motivation
So you and I have formed a chain. What do you think will happen if one of you gives up?
Guys, is our chain similar to connections in nature? How?
Are man and nature related to each other?
- How did people from ancient times, even without scientific knowledge about the world around them, show their connection with the natural world? (with the help of drawings)
In previous lessons we got acquainted with what symbols in the depiction of everyday objects? (plants, earth, tree of life)
3. Statement of the problem
Look at the images of objects and tell me what new symbols you see? (birds, animals...)
4.Formulation of the lesson topic.
What types of folk art are you familiar with?
(drawing up the cluster “Folk Art”)
Poetry, music, arts and crafts, theater, dance, architecture, art
What kind of creativity do you think we can show in our lesson? (decorative and applied arts)
What do you think we will devote our lesson to today, what new things will we learn?
Open account page 90
Read and say where animal images are found among ancient people (answers from the textbook)5 The purpose of our lesson:
Create products of arts and crafts of the ancient Slavs. And the epigraph will be the words
The skillful hands of the Russian people.”
Ancient times
Primitive people began to tame wild animals, and since then animals have been close to people. They not only fed and clothed people, but also helped them with their household chores.Pets are irreplaceable helpers in the household. Wild animals are the embodiment of strength, endurance and beauty. Therefore, for a long time, people began to depict images of animals in art and in works of folk art.
What animals were most often depicted in works of art?
horse, lion, dog, birds, deer, bear
Guys, what folk tales do you know about animals? (children's answers)
Animals in fairy tales are endowed with human character traits.
Connect the words in the columns with lines in pairs.
Tricky as...
Cowardly as...
Wise as...
Evil as...
Clumsy as...
(Wolf, bear, fox, hare, owl)
Show presentation.
Images of animals birds with signs...
What are folk crafts?
Where did this name “trades” come from?
A long time ago, when agricultural technology was still too simple, and infertile lands did not produce good grain harvests, the population was forced to engage in various crafts. Then the trade products were exchanged for bread and other necessary items. People observed nature and reflected these observations in works of folk art. Gradually, work skills were consolidated. The most active development of folk crafts in all regions of Russia began in the second half of the 19th century, along with them the art industry arose, where things were produced in large quantities.
What types of folk crafts do you know?..
From time immemorial, our Russian land has been famous for its kind craftsmen, people who created and are creating fabulous beauty with their own hands.
In order to love, you need to see and know all this.
There are a great many folk art crafts in Russia, and today we will get acquainted with some of them.
Guess what kind of craft this is?
6Now try
imagine the time when our ancestors tried to decorate their life with beautiful products. Today we will work in groups, each group will have its own task.7.Planning
Please collect the algorithm for your work in the group on the boards:
1. Compose a story using an algorithm
Locality
Where is
Type of craft
Distinctive features
2.Protect
3. Find information about the fishery
4. Distribute responsibilities
5.Select a template
6.Study the symbols, come up with a drawing
7.Design the product
8.Evaluate the work in the group.
(4 3 1 5 6 7 2 8)
Commanders select an envelope with a task (a card with a work algorithm, templates for design, cards with background information, samples of signs and symbols, cards with samples of a type of folk craft)
Topics: Gzhel, Khokhloma,
Dymkovo toy, Gorodets painting, Filimonovskaya toy, household items (towels, dishes), clothes (shirt, sundress,)8.Independent work 10 min Each group has tasks.
The song “Russian Craftsmen” sounds quietly
9. Speech for 2 minutes
10 Rating in a group on a 3-point scale.
Table
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Group No.______ |
Last names of group members |
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Criteria for evaluation |
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Group commander_________________ |
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Self-esteem
Place a tick on the rating scale
1.Rate how interesting you found the project task “Images of Animals in Folk Art”
2.Assess how difficult the proposed tasks were for you.
3. Evaluate your contribution to solving the project problem (how useful you were to your group in solving tasks)
4.Evaluate how friendly and well-coordinated your group worked.
5. Would you like to work in this group again? (circle)
11. Reflection.
Assessment and control.
Go back to your score sheets.
Looking at the resulting “emoticons”, what is the result of our work? (children's answers)
And if the team didn’t do well today, what needs to be taken into account for the future?
I think the topic of folk art has interested you and you will more than once want to come up with patterns for embroidery, firing on tablets, and painting household items. And also expand your knowledge on the topic of the lesson. Perhaps the topics “Images of animals and plants in folk art” will become close to you and you will speak at a scientific and practical conference on these topics.
Well done boys! Thanks for the work!
Lesson route using a design task
“IMAGES OF ANIMALS IN FOLK ARTS”
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Lesson stages |
Activities |
Cognitive UUD |
Regulatory UUD |
Communication UUD |
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Motivation |
1.Translating the problem into a task. 2. Determining the intent of the design task. |
Drawing up an action plan. Statement and formulation of the problem. |
Drawing up an action plan. |
Organization of initiative cooperation. |
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Goal setting |
1.Implementation of the design task concept. (Assimilation of subject material and the ability to apply it in non-standard conditions. The ability, working in a small group, to create a “product” - independent design of the product.) 2. Formation of skills in designing folk art objects. |
Independent creation of activity algorithms. |
Organization of one's work, including the ability to accept and maintain a learning goal and task. |
The ability to express one’s thoughts with sufficient completeness and accuracy. |
|
Planning |
1. Work planning, distribution of responsibilities within the group. 2. Self-esteem (prognostic) |
Planning performance results. |
Work planning, distribution of responsibilities within the group. |
Planning educational collaboration with the teacher and peers. |
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Activity |
Teacher:1. Creates student motivation for activity. 2.Organizes the search for the optimal way to achieve set goals and objectives. 3. Provides advisory assistance (at the request of group members) in creating the “product”. 4. Observes, controls. 5. Fills out the evaluation sheet. Students: 1. Clarify goals and objectives and form groups. 2. Receive assignments, distribute roles in groups, and work to solve the problem. 3. Present the product of the activity, reflection. |
Searching and highlighting the necessary information, includingsolving work problems using information sources. |
Drawing up a sequence of work. |
Proactive cooperation in searching and collecting information. |
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Assessment and control |
Score sheets. |
Presentation of the results of the group's work. |
Evaluation of results. (Self-esteem and mutual esteem) |
Collaboration in presenting the “product”. |
Application
"Folk crafts and crafts of Russia"
|
Locality |
Where is |
Type of craft |
Founding time |
|
With. Gzhel |
Moscow region |
Pottery. Artistic ceramics. Dishes. |
XIV century |
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Gorodets |
Nizhny Novgorod Region |
Wood carving and painting. Toys. |
XIV century |
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With. Khokhloma |
Nizhny Novgorod Region |
Wood painting. Lacquer painting. |
XVII century |
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With. Zhostovo |
Moscow region |
Metal painting. Trays. |
XVIII century |
|
With. Dymkovo |
Kirov region |
Painted clay Toys. |
XIX century |
|
With. Filimonovo |
Tula region |
Painted clay toys. |
The art of folk crafts is a link between the past and the present, the present and the future.
The figurative language of decorative art has its own characteristics. Color and shape often have symbolic meaning.
Ancient Slavic ornaments keep a great secret, full of deep meaning for those who lovingly and reverently imprinted in them their hopes and aspirations, their understanding of the structure of the world and its beauty.
Let's imagine that we have come across a great rarity - made in Rus' by our ancestors
bowl-calendar.Let's look at it carefully.
What secret is hidden in the drawings on the bowl? Can we find out anything about her? It turns out that people believed that if a desire was “depicted,” it would definitely come true. What was the greatest desire people had? Live.
Man asked himself: why do rivers overflow, who sends fiery lightning from heaven, who makes it rain? And all his main questions were related tosky, sun, earth and water . The man understood that his life depended on them, therefore, admiring the strength and power of the sky, sun, earth and water, he always bowed to them for help.
The life of nature changes: in winter everything sleeps, in spring it blooms, in summer it bears fruit, in autumn it fades. And all this depends on the great and powerful luminary -Sun.Every person, big or small, who knows how to feel the beauty of nature, rejoices when he sees how “the snow lies in magnificent carpets, glistening in the sun,” how drops sparkle on the grass, how a rainbow appears after the rain. Probably because of this joy, children have the Sun in every drawing. For all the many things that the Sun can give to man, he was considered the most important force and holidays were held in his honor, round dances included and sang: “Grant, God of light, a warm summer. Our red sun! There is no one more beautiful in the world than you. Red weather, grain-bearing summer.”
For the Sun to shine, you need to depict this desire. Where are the sun signs in the ornament? Of course, first of all it is a circle. A circle divided into four parts by a cross is also a sign of the Sun. Why? That's right, there are four seasons in a year. The Sun was also depicted in the form of a square with an oblique cross, which was used to celebrate the holidays of the Sun in the calendar. Draw the signs of the Sun on the line.
In ancient times, people did not water their fields. They were wet only by rain and dew. Rain was called heavenly water and it was thought that it accumulated somewhere in the invisible sky. For it to rain, you need to depict it.
Look, this bowl is for praying for water. Such bowls were always made large and wide. They were called charms. The sorcerer poured water into such a bowl and cast a spell over it, that is, a request for rain to fall.
They prayed for rain especially earnestly and diligently on Thursday. This day of the week in Rus' was dedicated to the god of thunder and lightning, Perun. But no matter how much people prayed to the omnipotent, formidable God, it rarely rained on Thursday. This means that this wish almost never came true on this day. That’s why the people say, “after the rain on Thursday.” The kids also helped to ask for rain. They ran out into the street with elegant painted clay toys - whistles - and whistled at them, calling for rain clouds (show whistles).
Draw the rain signs and water signs in the form of winding lines. Place this line under the signs of the Sun.
Images of mermaids are also associated with water. Everyone knows that they are depicted as girls with fish tails. But not everyone knows that a long time ago they were painted in the form of birds with girlish faces. One beautiful legend that has survived to our time tells that mermaids are born on earth from dew on the grass and then fly far, far to the ends of the world. They have long braids, beautiful faces and huge strong wings. Mermaids return to where they were born. And this happens only once a year in the spring, in order to irrigate the grain fields with rain. They pour dew on them, and the bread begins to spike. And everyone believed that the fertility of the earth depended on mermaids (show the bird mermaid).
The sowers threw seeds into the plowed ground. What do you think they were portrayed as? That's right, in the form of dots. Seed dots can be seen in the squares and diamonds of the ornament (show).
The seeds were moistened with water and they sprouted. The sky gave people water, and seedlings appeared on the sun-warmed earth - which means there will be a harvest. Find the signs of sprouts in the ornament of the bowl and sketch them in the line under the signs of the seeds.
Today we have revealed the secret of the drawings on the bowls and saw that in decorating objects, people put not only their understanding of beauty, but also a certain meaning in the depictedpeace to them, their desire to live in harmony with nature more freely and confidently. The signs of the sun, water, seeds, sprouts are elements from which you can create many beautiful ornaments, alternating and repeating the signs.
The Russian land is rich in a variety of folk crafts.
And now we will take a tour of the most famous, most unique centers of folk art.
Today I want to sing and praise
“A kind heart, generosity and intelligence,
The skillful hands of the Russian people.”
Now we invite you to the Moscow region, to the village of Gzhel, where we will get acquainted with a craft known throughout Russia - Gzhel porcelain, about which Lomonosov M.V. said: “There is hardly the purest land in the world like our Gzhel, which I have never seen with more beautiful whiteness.”
Gzhel.
Products from Gzhel are so beautiful, so unusual that their fame spread not only in our country, but also abroad.
You've probably seen unusual-looking dishes in which the beauty of the combination of white and blue colors is mesmerizing. The secrets of beauty are hidden in nature itself. To the southeast of Moscow there are about three dozen villages and villages, one of them is the village of Gzhel. Local historians associate the origin of this name with the word “burn,” which is directly related to the craft - clay products were necessarily fired in an oven at high temperatures. So this name spread throughout the entire district, where folk ceramics developed.
People from 40 professions take part in the production of objects. Almost all operations are performed manually. Craftswomen paint products with great love, putting a piece of their heart and kindness of soul into them.
What are they doing in Gzhel? Cups, jugs, sets, mugs, vases, figurines of people and animals. Look how beautiful this white and blue porcelain miracle is. Russian painter B.M. Kustodiev said that Gzhel teapots and cups bloom with “witchcraft blue flowers.”
And indeed, there is some kind of mystery in the fact that the cold blue color is transformed in them, becoming almost warm.
Porcelain teapots, candlesticks, clocks,
Animals and birds of unprecedented beauty.
The village in the Moscow region has now become famous.
Everyone knows its name - Gzhel.
The inhabitants of Gzhel are proud of the blue sky,
You will never meet such beauty in the world.
The blue of heaven, which is so dear to the heart,
The master's brush easily transferred it to the cup.
Each artist has his own favorite pattern
And each of them reflects their dear side.
In modern samples of Gzhel there is a bluish tint. Like heaven, the blue surface of the rivers and lakes of our homeland descended onto the whiteness of this dish.
But the Dymkovo toy came to visit!
Dymkovo toy.
Let us now tell a story about the ancient Dymkovo toy.
In Dymkovo they loved songs and dances, and wonderful fairy tales were born in the village.
The evenings are long in winter and they sculpt there from clay.
All toys are not simple, but magically painted.
And fame spread about Dymka, having earned the right to do so.
Another amazing profession to which people devote their entire lives is toy making. In ancient times, clay toys were not created for fun - they were participants in ancient rituals. They were credited with a special power: to protect, to protect people from all evil. All toys reflect images that live in people's memories and carry on their traditions.
Dymkovo toys are very diverse - there are riders on horses, painted birds and elegant young ladies. The shape of the toys is monolithic, the silhouette of the figures is smooth. The palette of colors is bright, the decorative patterns are creative; they reflect not only fairy-tale representatives, but also the very life of the people.
Ceramic toy is a traditional folk art.
Until now, figured vessels, toys, and ceramic dishes are made in many cities and villages (Filimonovo, Torzhok, Sergiev Posad, etc.).
Zhostovo.
And now we will go to the village of Zhostovo near Moscow, where painted metal trays are made. This unique art began at the end of the 18th century. Painting is done on a black background; red and blue and other colors are used. Bright bouquets, compositions of roses, peonies, and tulips amaze with their beauty and give rise to a feeling of respect for the craftsmen.
And our tour of folk crafts will be completed by artistic objects of miniature lacquer painting, amazing in beauty and originality.
Palekh, Gorodets, Khokhloma painting - lacquer miniatures reflect the life of the people, Russian epics, and nature.
Gorodets painting - how could we not know it?
There are hot horses here, well done.
There are such bouquets here that it is impossible to describe.
The stories here are like nothing in a fairy tale.
Look at the painting - the richness of the colors beckons.
Gorodets painting pleases our souls.
In their works, masters create the beauty of their region. At the end of the 19th century, icon painting became widespread. On its basis, black-lacquer miniatures arose - these are lacquer boxes, furniture, and utensils.
Khokhloma brush! Thank you very much!
Tell a fairy tale for the joy of life!
You, like the soul of the people, are beautiful,
You, like people, serve the Fatherland!
Over the centuries, forms of applied art have been developed and refined.
We live in the North Caucasus, which is famous for its craftsmen. Craftsmen sew clothes, shoes, and hats, decorating them with ornaments, beads, and embroidery. They make products from fur, skins, and create souvenirs. At our school we also have our own masters - craftsmen; in the classes of clubs you can find something you like - beadwork, embroidery, wood carving, burning, root plastics and other types..
The peoples of Russia are famous for their talented and hardworking craftsmen.
Nizhny Novgorod decorative Khokhloma painting is known throughout Russia. The fishery originated in the 17th century in the village of Khokhloma. It is located on the territory of the former Semenovsky district of the Nizhny Novgorod province, famous in ancient times for large Old Believer monasteries, such as the Sharpansky and Olenevsky monasteries. It is no coincidence that in the famous novel by Andrei Melnikov (Pechersky) the Old Believers of Semenovsky district are engaged in the manufacture of wooden utensils. We did this in Khokhloma as well. Khokhloma masters nevertheless became known throughout Russia for their unusual, bright paintings. They painted wooden dishes and furniture. The colors mainly used were black, red, gold, and sometimes green.
To achieve the golden color characteristic of Khokhloma, local craftsmen apply to the surface of the product when painting.silver tin powder. After this, they are varnished and processed three or four times in the oven, which achieves a unique honey-golden color, which gives the light wooden utensils a massive effect.
Thanks to this technology that creates an unusual color, Khokhloma has become popular all over the world. Plates and spoons made in this style began to be perceived inXX century as a symbol of Russian national dishes.
Sections: MHC and ISO
Class: 6
Target:
- Expand your knowledge of the animal genre. Introduce animal artists.
- Improve your skills in depicting animals.
- Development: creativity, visual memory, attention and observation, imagination.
- Fostering a caring attitude towards nature and our smaller brothers; accuracy in work.
Equipment: poems, illustrations, drawings by children and teachers, multimedia presentation (Appendix 1), words-terms, background music.
Lesson plan:
- Organizational part. Checking readiness for the lesson.
- Introduction to the topic of the lesson.
- Theoretical part. History of the development of the animalistic genre. Getting to know the work of animal artists.
- Animal image algorithm. Doing the “Sketch of an Animal” exercise.
- Setting an artistic task.
- Practical execution of the task.
- Summarizing. "Vernissage of children's works."
- Consolidation of lesson material.
Lesson type:
- Combined lesson
- Workshop lesson
Shapes: frontal, group, individual.
Principles of training:
- Scientificity
- Visibility
- Subsequence
- Availability
- Activity
- Independence
- Creation of necessary sanitary and hygienic conditions
Level of knowledge acquisition:
- Through the perception of information
- Mastering ways to apply knowledge using samples
- Creative application of knowledge
1. Organizational part.
Guys! Check if you have everything ready for work. Let's start the lesson.
2. Introduction to the topic of the lesson.
Let's start our lesson with a poem (read by the student):
I spent half a day drawing a handsome horse.
And everyone praised me for the drawing.
First my mother said a word to me:
“Wonderful, Mishenka, the little lamb came out.”
But I went to my dad with the same drawing.
And dad told me: “Great goat!”
Then the little sister praised:
“You made a very good kitten.”
And my elder brother praised me
He yawned and said: “Not a bad crocodile.”
Guys, name the genre in which Misha worked. (guys' answers)
Today our lesson is dedicated to this genre. You will learn how to correctly depict animals, who animal artists are, how the animalistic genre developed. Why such a strange name, what does it mean... (guys' answers)
Right. We will take you on a journey into the past, present and future, see what ancient animals looked like, get acquainted with the animals living on our earth and dream about the animals that exist in our fantasies.
3. Theoretical part.
A story about the history of the development of animal art, about animal artists.
Artists of all times have drawn, sculpted, and painted animals. The depiction of animals is the oldest theme in art. It was to him that the first artists paid most attention. Images of animals were found on the walls of caves, in drawings and frescoes on the walls of buildings and in sculpture of ancient times. (Slide 2, 3).
Let's give the correct definition of the genre. This genre exists in painting, graphics and sculpture. Artists who depict animals are called animalists. (Slide 4).
Many artists depicted animals, and some devoted their entire work to this genre.
Let's take a closer look at them. Vasily Vatagin(student says) Evgeny Charushin(student says). (Slide 5-12).
Drawings by Serov. (Slide 13-14).
If we compare the drawings of Vatagin and Charushin, the first one has images of adult animals with character, while Charushin has charming soft animals that you want to cuddle.
But there are other artists who depicted animals. Check out their work. (Slide 15-22).
4. Algorithm for depicting animals. Doing the exercise “Sketch of an animal”
It's not so easy to draw animals; they won't pose. The animalist has to diligently observe and study their habits and character.
What is common in the structure of the body of animals.
Horizontal position of the body, 4 limbs, neck, head, tail. But there are also differences (which ones?).
Watch the sketch of the animal. They start with the general shape of the body - this is the largest part of it. Limbs. The head grows from the body, but do not forget to draw the neck and tail. If the main parameters are determined, then you can draw the details.
Sketching animals in pencil.
The transfer of wool is done using a stroke or smear.
After drawing a sketch, determine the color of the animal. The body is voluminous, so you need to highlight its light part and the shadow part.
Physical exercise for fingers.
5. Statement of the artistic task:
Today we will be animalists. Let's make drawings of animals. Before the lesson, you were given the task of reading books about animals, looking at their drawings, finding out where they live, what they eat, and what their character is. Let's look at them - what are they? (watch the video). (Slide 27-42).
The animals you will portray live somewhere. So, think about what will surround it. But do not forget that the animal is the main figure in your drawing. Emphasize the main elements so that it doesn't get lost.
Listen to the job requirements:
- Maintaining proportions
- Successful transfer of the animal's character
- Working on small details
- General expressiveness
- Completeness
- Accuracy
I have divided you into three groups. The first group of children work on easels and, traveling into the past, depict dinosaurs - the most ancient animals. The second group, traveling into the future, draws fantastic animals that don’t actually exist; imagine them and come up with a name for each one. The third group of children draws animals of the present time, living in the forest, desert, savannah, ponds, jungle, etc. We will find out who they chose at the end of the lesson.
Creative success. Let's get to work. We make a quick sketch and paint with paints.
6. Practical implementation of the task. Music plays in the background.
7. Summing up. Vernissage of works.
8. Conclusion.
Our journey into the past, present and future has ended. You did a very good job today. I hope you learned something new for yourself. You have produced wonderful works – individual, unique. Where most often we see the work of animal artists (in books, textbooks). Works of the animalistic genre call for protecting, loving and studying the animal world and nature. Many of you have favorite pets. You look after them, educate them, observe their habits, but often we see dogs and cats wandering in search of food, meowing in the basements - they were abandoned!
It is impossible to be a humane person without love, without a kind and caring attitude towards all living things. Think about it, guys.
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