Landscape in fine arts project. Visual arts project “Colored landscapes. An example of a student project activity product

Doroshenko Nadezhda Sergeevna

Project name

Landscape in a literary work

(Expansion, generalization and systematization of the studied material about the theoretical concept of “Landscape”)

Subject, class

Literature 11th grade

Brief summary of the project

The educational project "Landscape in a literary work" is an expansion, generalization and systematization of the studied material about the theoretical concept of "Landscape".

Objective of the project:

expand, generalize and systematize the material about the concept of “Landscape” studied in grades 5-10.

Project objectives:

1. Recall previously studied information on the topic “Landscape”.

2. Find, systematize and research the material in accordance with educational issues, draw conclusions.

3. Create a product of your activity and protect it.

The proposed project is recommended for use in 11th grade when studying the section “Literature of the early 20th century. Realist writers of the early 20th century" within the framework of the topic "The Work of I.A. Bunin" on the theory of literature: "Psychologism of landscape in fiction." The project is an expansion, generalization and systematization of the studied material about the theoretical concept of “Landscape”. A project on an educational topic develops students’ communication skills, the ability to organize independent work, find information on a designated topic, “sort” the material, systematize it, research information, determine cause-and-effect relationships, and draw conclusions. The assessment plan is based on a person-centered approach to learning: developing skills to independently manage the learning process, be able to self-assess one’s work, conduct mutual assessment of success in development and training, and reflect on one’s own activities.

Expected results. After completing the project, students will be able to:

1. Define the concept.

2. Determine the type of landscape in a specific work of art.

3. Determine its place in the system of artistic images.

4. Determine the nature and functions of landscape in a literary work.

5. Create different types of product of your activity and be able to protect it.

6. Know the criteria for self-assessment and peer assessment.

7. Gain skills in working in a group.

Project plan

Work on the project is carried out over 3 weeks: 3 lessons + 4 extracurricular consultations.

Stage preparatory.

Before starting work, the teacher plans:

Stages of the project, topics for educational research by students (Project Plan);

Assessment (formative and summative) during the project (Assessment Plan).

Before starting work on the project, the teacher prepares:

Booklet for parents "Landscape in a literary work"

Teacher's opening presentation to identify students' ideas and interests.

A set of didactic and handout materials, including for formative assessment

Stage I. "Search and analytical"

Lesson 1

Generating student interest in working on the project (intrigue):

Booklet for parents of students "Landscape in a literary work";

Formation of emotional perception of the project topic by students:

Teacher kick-off presentation

Formation of groups taking into account the interests and educational needs of students for educational research and search work: “Historians”, “Art historians”, “Musicologists”, “Literary critics”, “Analysts”;

- Brainstorming in groups:

• Where to begin?

• Which topic should I choose?

• How to proceed?

• Who to involve as consultants and assistants?

• In what form should the material be presented?

Stage II. "Correctional and preparatory".

Consultation 1

Group work plans;

Students study the criteria:

final expert assessment of the group’s work,

self-assessment of communication skills in a group,

expert and self-assessment tables;

Distribution of roles in groups, drawing up a collective project calendar, starting to draw up a portfolio for each student and a group portfolio;

Choosing a form for presenting work.

Consultation 2

Analysis of problematic issues on research topics, putting forward hypotheses, defining research goals.

Adjusting work plans in groups: filling out the project calendar, replenishing individual “Project Participant Portfolios,” choosing the form for presenting the group’s final work.

Stage III. "Final"

Consultation 4

Presentation of research results in the form of computer presentations, art gallery, video library, audio library, Wiki article.

Carrying out mutual assessment of work in groups.

Lessons 2-3.

Project protection:

Presentation of the final work of the groups;

Formulation of answers to the OPV and problematic issues of the project;

Competition "Project Participant's Portfolio";

Awarding of project participants.

Stage final.

Summing up the work on the project, reflection.

Questions guiding the project

Fundamental question:

Is the landscape in a literary work a decoration of the text or...?

Problematic issues:

1. Is landscape needed in the work and how will its absence affect the work?

2. What is the history of the emergence of landscape in art?

3. How is landscape created in various types of literature?

4. What types of landscape are used in literary works?

5. What are the nature and functions of landscape in a literary work?

Study questions:

1. What is landscape? (Definition of the concept).

2. By what means is landscape created in music, fine arts, and literature?

3. What is the relationship between pictorial and literary landscapes?

Teacher publication

Teacher presentation to identify student ideas and interests

An example of a student project activity product

Group "Analysts"

Research topic

The nature and functions of landscape in a literary work.

Relevance of the problem

Theoretical concepts are tools for comprehending the meaning and content of a work. To become a real reader, you must not only know theoretical concepts, but also be able to use them when analyzing a literary text. Landscape, in particular, is a means of realizing the author's intention, the main idea that the author wants to convey to the reader.

Target

Explore the relationship between the nature and functions of the landscape and the ideological intent of the author of the work.

Tasks

To achieve the goal, it is necessary to solve the following tasks:

1. Collect literary material illustrating examples of landscape in lyrical, epic, dramatic and lyric-epic works.

3. Determine what meaningful load the landscape carries in the work.

4. Draw a conclusion: what are the nature and functions of the landscape in the work.

5. Make a plan for analyzing the landscape in a literary work.

6. Creating a presentation “The nature and functions of landscape in a literary work”

Hypothesis

The nature and functions of landscape in literature are determined by the main idea of ​​the work.

Research stages

The first stage “Search and analytical”:

1. Determine the directions for searching for information and its sources.

2. Select and analyze the collected information.

3. Conduct research on illustrative material.

4. Conduct a self-assessment of teamwork in the group.

5. Carry out reflection.

Second stage “Correctional and preparatory”

1. Create a presentation.

2. Make a plan for analyzing the landscape in a literary work.

3. Discuss the results obtained.

4. Conduct a self-assessment of teamwork in the project.

Third stage “Final”

1. Protect the project.

2. Conduct reflection.

Object of study

Landscape in a literary work.

Methods

In our work on the project, we used theoretical research methods: analysis and synthesis.

For comparison, we selected works of Russian classical literature, both lyrical and prosaic, in which there were descriptions of nature. The comparison took place on the following points: what is being described, in what place in the work we meet the landscape, what is the content of this inclusion in the text, what is its intonation, to convey what characteristics (hero, place, time) the author uses the landscape.

After analyzing the selected fragments, we made conclusions about the nature and function of the landscape in a literary work.

Progress

First week

Stage “Search and analytical”:

1. We have decided on the direction of searching for information and its sources: we have distributed who will look for information and in what sources in order to form a list of it.

2. Selected and analyzed the collected information, selected illustrative material for analysis from works of Russian literature.

3. Conducted research on illustrative material.

4. Revealed the nature and functions of landscape in a literary work.

5. Systematized the research results.

Second week

Stage "Correction-preparatory"

1. Created a presentation.

2. We drew up a plan for analyzing the landscape in a literary work.

3. Conduct self-assessment and adjustment of the project.

Third week

Stage "Final"

1. We defended the project.

2. Conducted a final reflection.

Our results

conclusions

In the course of our research, we came to the following conclusions:

1. There are almost no works in Russian literature that lack landscape.

2. Landscape is one of the most powerful means for creating an imaginary, “virtually” world of a work, an essential component of artistic space and time.

3. Landscape in literature is a means of figurative expression of the author’s intention.

4. Landscapes in a work of art help to penetrate deeply into the soul of the characters and their experiences, and to better understand the author’s ideological intent.

5. The role of landscape:

Designation of the place of action;

Creating a certain mood;

Reflection of the hero’s state;

6. Landscape is a component in the structure of the work, therefore the meaning and character of the landscape depends on the function it performs as part of the whole work:

Characteristics of the location of the plot action;

Characteristics of the time of plot action;

Psychological function (a picture of nature helps to reveal the inner world of the hero).

List of resources

Printed publications:

1. Dictionary of literary terms.

2. Melnikova A.A. Landscape in a work of art: a lesson on the novel by M.Yu. Lermontov “A Hero of Our Time.”

3. Revyakin A.I. History of Russian literature of the 19th century: The first half.

4. Rogover E.S. Russian literature of the first half of the 19th century.

5. Literary encyclopedic dictionary / Under general. ed. V.M. Kozhevnikova, P.A. Nikolaev. Editorial team: L.G.Andreev, N.I.Balashov, A.G.Bocharov and others - M.: Sov. encyclopedia, 1987. - 752 p.

6. N.N. Skatov. "Russian poets of nature." Essays.

7. M. Epstein. “Nature, the world, the hiding place of the universe...” System of landscape images in Russian poetry.

8. V.V. Kozhinov. “A book about Russian lyric poetry of the 19th century. Development of style and genre."

9. D. S. Likhachev. “Literature – Reality – Literature.”

10. M. G. Iskrichin. There is a green oak near the Lukomorye...

11.Bagriy Anna Image of nature in the works of Turgenev.

12. Grossman L.P. The problem of realism in Dostoevsky.

13. Shuvalov S.V. Nature in the works of Turgenev.

14. Benois A. History of painting of all times and peoples.

15. Fritsche V.M., Sociology of art (special chapter “Landscape”).

Internet resources:

Formative and summative assessment materials

Formative assessment

Anastasia Sharonova
Creative project for visual activities “Seasons”

Creative project

« Seasons»

Prepared: Sharonova Anastasia Gennadievna – teacher of the preparatory school group of the MDOU “Kindergarten” "Morozko" p. Priozerny"

Target: to promote the development of artistic creative abilities of children of senior preschool age through familiarization with the features of a picturesque landscape and the use of non-traditional techniques Images.

Tasks:

Continue to introduce the features of landscape painting;

To teach children to carefully look at the surrounding nature, to see and understand its beauty, to feel pride in the land on which they live, which is glorified by artists, poets and composers in their works;

To learn to understand the intent of the artist’s work and develop the ability to see the means of expression used by him to convey feelings and moods (variety of colors, composition features);

Expand and activate children’s vocabulary, the presence in it of evaluative emotional and aesthetic words, art historical terms;

To promote the polyartistic development of children, leading them to establish relationships between artistic images visual arts, music, poetry;

Learn to use the acquired knowledge in your own creativity;

Improve children's use of non-traditional drawing methods;

Expand children's understanding of periodic rotation seasons and months;

Ensure family participation in the educational development of children’s interest in the arts.

Regulatory security:

the federal law “On education in the Russian Federation” (from December 29, 2012 No. 273-FZ);

Federal state educational standards (FSES) to the creation of a subject-development environment that ensures the implementation of the basic general education program of preschool education (OOPDO);

Model regulations on a preschool educational institution;

SanPin 2.4.1.2660-10;

Law "On the formation of the Yamal-Nenets Autonomous Okrug";

Charter of the MDOU.

Participants project:

Children of the preparatory group for school;

Musical director;

Parents of pupils.

Implementation period project:

Stage 1: organizational (September 2015)

Stage 3: generalizing (May 2015)

Hypothesis: if the educational process is visual arts in the preschool educational institution will be organized taking into account the use of not only the standard set visual materials, but also the most unusual ways and means Images, then higher results will be achieved in the development of artistic creative abilities of children. Familiarizing children with the features of landscape painting will help children use the information received in their fine arts. And expanding the idea of ​​landscape not only with pronounced seasonal changes in nature, but also in its intermediate, interseasonal states (for example, early autumn, golden autumn, late autumn) will help consolidate children's knowledge about periodic rotation seasons and months.

Relevance: visual activity brings a lot of joy. But, given the huge potential of the new generation, this is not enough for development creativity.

In order not to limit the possibilities of children in expressing impressions of the world around them, in the last time In preschool institutions, such a form of additional education as "Unconventional drawing techniques". Here the most unusual methods and means are included in the educational process Images: stamps from various materials, cotton swab, thread, toothbrush, sponge and much more.

The more diverse the conditions in which it occurs visual activity, content, forms, methods and techniques of working with children, as well as the materials with which they work, the more intensively children’s Creative skills. Non-traditional drawing techniques are an impetus for the development of imagination, creativity, manifestation of independence, initiative, expression of individuality.

Unconventional drawing allows a child to create many images, change them at will, look for new associative connections between objects and their images. You don't have to have artistic skills to depict a masterpiece using non-standard drawing materials (for example, painting a landscape by imprinting tree leaves or using the technique of wet paper, watercolor and salt). As a result, practicing non-traditional drawing techniques contributes to the development of a well-rounded, self-confident creative personality.

Novelty:

Synthesis Images landscapes with non-traditional painting techniques;

Experimenting with different materials in visual arts, in the process of which children come to understand that non-traditional performance techniques can be used to create certain figuratively-expressive image-types (lush foliage of trees, using a sponge and watercolor; winding trees, using the technique of blowing paint with a tube, etc.).

Active use "Openness to the outside" kindergarten (organization of interaction with such social institutions as the Children's Art School, Cultural and Leisure Center) and "Openness inwards"(organization of interaction with parents in the form of master classes, preparation of a corner "Library for Parents", design of drawing exhibitions in kindergarten and on the official website, consultations).

View project: creative.

Expected results:

Positive dynamics of artistic creative development of group students;

Children are able to see the means of expression used by artists in landscape painting when painting a picture;

Use the acquired knowledge about non-traditional drawing techniques in their own creativity;

High results of children’s knowledge formation about periodic turnover seasons and months;

Activity and interest of parents in organizing joint activities with teachers and children of preschool educational institutions.

Expected product:

Game index (sensory, didactic, artistic and developmental) and game development in the SMART Notebook program;

Exhibition creative works;

Corner "Library for Parents" and consultations;

Collection poems by Russian poets« Seasons» .

Implementation stages project.

Three main directions:

Working with children Working with parents Working with teachers

Educational activity in regime moments and in the process of organizing various types of children's activities;

Joint activity with an adult;

Independent activity.

The work takes place in the form:

Specially organized classes, games, observations, excursions, viewing reproductions, reading fiction, artistic creativity using non-traditional techniques. Pedagogical education and involvement in joint creative activities with children in uniform:

Consultations;

Master class;

Organizing a corner "Library for Parents";

Collection designs poems by Russian poets« Seasons» . Increasing pedagogical competence in this area and organizing interaction with the music director in form:

Speeches at teacher councils and at the regional methodological association;

Consultations with a music director;

Selection of musical works on the topic « Seasons» with the musical director.

Educational activity was carried out during regime moments and in the process of organizing various types of children's activities.

This stage project was built on the basis of integration of educational areas in accordance with the Federal State Educational Standard for Education.

For example, within the framework of artistic creativity children got acquainted with the features of the landscape genre in fine art art and painted it using unconventional techniques. A joint activity, both teachers and students, and parents and children at home in reading fiction, namely poems Russian poets on the topic « Seasons» . Expanding and activating children's vocabulary, the presence in it of evaluative emotional and aesthetic words, art historical terms that children can use in their judgments about artistic paintings, contributes to the development of children's knowledge and skills in the educational field - communication. Within the educational field "Music" organized listening to musical compositions that help to perceive images of nature.

Literature:

Introducing landscape painting (Great art for little ones): Educational visual aid /Auth. -composition N. A. Kurochkina. – SPb.: CHILDREN'S PRESS, 2001.

Kurevina O. A. Synthesis of arts in the aesthetic education of preschool and school children. – M.: LINKA-PRESS, 2003.

Petukhova O. A. Experimenting with visual materials

Remezova L. A. Playing with color. Formation of ideas about color in preschoolers 6-7 years: Methodology. – M.: SCHOOL PRESS, 2006.

Sofronova T. I. Educational games visual abilities creative imagination. // Teacher of a preschool educational institution. 2008, No. 12.

Fateeva A. A. Drawing without a brush. – Yaroslavl: Academy of Development, 2006. (Children's garden: day after day. Practical application).

Fine art lesson project

TeacherIgnatenko Elena Ivanovna

City, districtBiysk district

OUMBOU "Maloenisei Secondary School"

Itemart

Class6

Lesson topic“Landscape of mood. Nature and the artist"

Tools that support the learning process in the classroom:textbook L.A. Nemenskaya “Fine arts. Art in human life. 6th grade", printed excerpts from encyclopedias, computer, projector, screen, recording of a fragment from P.I. Tchaikovsky’s piano cycle “The Seasons”, paints, album, brushes.

Characteristics of student activities :

reason about different states of mood of man and nature.

Learn to see, observe and experience aesthetically variability of color state and mood in nature.

Acquire skills selection of colors corresponding to the state of nature.

Gain experience coloristic vision, creating a picturesque image of a person’s emotional experiences.

Experiment use expressive means when workingin painting technique.

Think creatively based on the received ideas and your color perception of the mood in nature.

Be able to work in a group, analyze your own work and the work of your classmates.

Development results:

Personal:

- nurturing love for the nature of the native land;

— development of aesthetic consciousness through creative activity.

Metasubject:

The ability to independently determine the purpose of the lesson;

The ability to correlate your actions with planned results,

— the ability to organize educational cooperation and joint activities with the teacher and peers; work individually and in a group: find a common solution.

Subject:

— development of an aesthetic, emotional and value vision of the world; development of observation, ability to empathize, visual memory, associative thinking, artistic taste and creative imagination.

— awareness of the importance of art and creativity in the personal and cultural self-identification of an individual;

— development of individual creative abilities of students, formation of sustainable interest in creative activities.

Planned results:

Practical skills:

- acquired skills to workin painting technique

Educational skills :

— learned to convey the mood of a landscape using color and tone, and create their own expressive, emotional drawings; to achieve a unified coloristic sound of mood in the work.

Information skills:

— work with information;

- make reasoned conclusions, reason, make informed decisions.

Communication skills:

- be able to work in a group;

Be tolerant of your partner’s opinion;

— the ability to evaluate the process and result of one’s work, the ability to present it to the viewer, and to express one’s own opinion in a reasoned manner.

Preliminary work.

Target: introducing students to observing the features of the surrounding nature

Appendix No. 1

BIG ENCYCLOPEDIC DICTIONARY (BES)

PAINTING - a type of fine art, works of which are created using paints applied to any surface.

Painting - an important means of artistic reflection and interpretation of reality, influencing the thoughts and feelings of viewers. The ideological concept of paintings is concretized in the theme and plot and embodied with the help of composition, drawing and color (color).

Monochrome painting is used (one color tone or shades of one tone) and a system of interrelated color tones (colorful gamut), unchanging local color and color changes (halftones, transitions, shades), showing differences in the lighting of objects and their position in space, reflexes, showing the interaction of differently colored objects; the general pictorial tone allows you to depict objects in unity with the environment, the values ​​form the finest gradations of tone; The reproduction of natural light and air environment (plein air) is based on direct study of nature. The expressiveness of painting is also determined by the nature of the stroke and the treatment of the paint surface (texture). The transfer of volume and space is associated with linear and aerial perspective, light and shadow modeling, the use of tonal gradations and spatial qualities of warm and cold colors. Painting can be single-layer (alla prima) or multi-layer, with underpainting and glaze. Genres of painting: historical, everyday, battle, portrait, landscape, still life, etc. There are different types of monumental and decorative painting (wall paintings, lampshades, panels), easel painting (painting), decorative painting (theater and film sets), decorative painting of household items, icon painting, miniature (illustration of manuscripts, portrait), diorama and panorama. The main technical varieties are oil painting, painting with water paints on plaster - wet (fresco) and dry (a secco), tempera, glue painting, wax painting, enamel, ceramic painting, silicate, synthetic paints, mosaic, stained glass; watercolor, gouache, pastel, and ink are often also used to create paintings.

Appendix No. 2

GREAT SOVIET ENCYCLOPEDIA

Color (Italian colorito, from Latin color - color, coloring), in the fine arts (mainly in painting) a system of relationships between color tones, forming a certain unity and being an aesthetic translation of the colorful diversity of reality. K. serves as one of the most important means of aesthetic and emotional expressiveness, one of the components of the artistic image. K.'s character is connected with the content and general design of the works, with the era, style, and individuality of the master. Historically, two color trends have developed. The first is associated with the use of a system of more or less quantitatively limited reflex . By the nature of color combinations, color can be calm or intense, cold (with a predominance of blue, green, and purple tones) or warm (with a predominance of red, yellow, and orange), light or dark, and in terms of the degree of saturation and strength of color - bright, restrained , faded, etc. In each specific work, color is formed by a unique and complex interaction of colors, consistent with the laws of harmony, complement and contrast. K.'s tasks depend on the type of art, material and functions of the work. In sculpture and architecture, the system of color relationships is usually calledpolychromy .

Lit.: Ivens R.-M., Introduction to Color Theory, trans. from English, M., 1964; Volkov N. N., Color in painting, M., 1965.

V. S. Turchin.

Appendix No. 3

STAGES OF WORK ON A PAINTING WORK

— First stage: Choosing a plot and building a composition. The drawing is done with a brush using paints of warm or cool colors, depending on the color.

-Second phase: Laying the primary colors of the sky, water, earth, tree crowns. Transfer of correct tonal and color relationships.

— Third stage: drawing details, summarizing and completing the work. Achieving coloristic unity of the landscape.

municipal government educational institution

Toguchinsky district

"Wrestling High School"

Completed:

6th grade student

Semyonov Evgeniy

Supervisor

art teacher project

Rubtsova E.V.

Content

Project passport………………………………………………………3

List of sources used……………………………………4

Brief summary……………………………………………………...5

Introduction…………………………………………………………………………………6

Main part………………………………………………………..6

Bank of ideas……………………………………………………….11

Decision-making grid…………………………………………………………….11

Tools and equipment…………………………………………………….12

Rules for working with gouache………………………………………….12

Sanitary and hygienic requirements……………………………...12

Sketch elaboration of the drawing………………………………………….13

Practical part……………………………………………………...13

Conclusion……………………………………………………………………………………….14

PROJECT PASSPORT

1.Project name: "Scenery. History of the genre"

2. Project manager: Rubtsova E.V.

3. Academic subject within which the project work is carried out: art

4. Academic disciplines within which the project work is carried out: technology, literature, history

5. Age of students for which the project is designed: 6th grade

6.Project type : creative

7. Project goal:

Enrich your knowledge about the history of the development of the landscape and its features

8.Project objectives:

Deepen knowledge about the history of landscape development;

See the beauty and picturesqueness of paintings by famous artists;

Paint your own landscape.

Project issues

1. Introduction

2) Main part

From the history of the landscape;

Bank of ideas;

Decision Grid;

Tools and equipment;

Basic rules when working with gouache;

Sanitary and hygienic requirements for work;

Sketch elaboration of the drawing.

3) Practical part

Quality control

Economic justification

Conclusion

9. Necessary equipment: multimedia projector, presentation.

10.Relevance of the project

The project is of particular significance because landscapes help you see images of your favorite places in nature.

11.Stages of work on the project

Determining the topic of work on the project

Formulation of the problem. Determining its relevance

Collection and systematization of materials in accordance with the topic

Project protection

12.​ List of information sources used:

1. Nemensky B.M. Art is all around us. – M.: Education, 2003.

2. Drawing.Painting.Composition. Reader / comp. N.N. Rostovtsev and others - M.: Education, 1989. - 207 p.

3. Rosenwasser V.B. Conversations about art.-M.: Education, 1979.

4. L. A. Nemenskaya. Art in human life. Textbook for 6th grade of general education institutions.

5.

6. http:// yandex. ru/ thebestartt. com

Brief summary

Project “Landscape. The history of the genre",is aimed at introducing the history of the genre.We started working on the project in April. During the first two weeks of April, we found the necessary information and processed it. While working on the project, we became acquainted with the history of the development of landscape as a genre of fine art.

While collecting material, we used many sources of information, learned to select what we needed, highlight the main thing, and find the right topics. We learned to systematize, classify and generalize. In mid-April we started the practical part.

I .Introduction

Choosing the theme “Landscape. The history of the genre”, we set ourselves the task of expanding our knowledge about the history of the development of landscape and its features, to see the beauty and picturesqueness of paintings by famous artists.

II . Main part

From the history of the landscape

Landscape (translated from French as country, locality) is a genre of fine art in which the main subject of the image is wild nature or nature transformed by man. Depending on the depicted motif, we can distinguish:

Rural;

Urban;

Architectural;

Industrial.

A special area is the image of the sea element - a seascape or marina. In addition, the landscape can be:

Epic;

Historical;

Lyrical;

Romantic;

Fantastic;

Abstract.

Nature has always deeply interested people, but it occupied a different place in the art of different eras. In ancient times, nature was deified, worshiped, and when depicted, it was turned into animated symbols.

In European art, landscape as an independent picture arose with the spread of easel painting in the 19th century.VI – XVII. Landscape painting arose a long time ago - in Ancient China. The Chinese artist painted paintings whose main purpose was to evoke deep thought.

The worldview of Ancient China demanded respect for nature and its forces, so artists paid attention to the study of natural forms. Mountains, water, trees and flowers were spiritual symbols for them. The master did not paint the landscape from life, he created a generalized image.

The world seen by the Chinese artist dictated special laws for the construction of space. The artist looked at nature as if from a high mountain, and the high horizon enhanced the feeling of vastness.

When creating a landscape, the European artist did not paint a specific place. He composed a majestic image of the big world. The artist felt like an architect constructing a panorama of earthly space. He created the landscape in general. Such a landscape can carry a heroic image and an idyll image, embodying the idea of ​​harmony. It was replaced by romanticism.

The wonderful Russian marine painter Ivan Konstantinovich Aivazovsky was a romantic artist. He knew no rivals in depicting the elements of the sea.

Today, Aivazovsky’s seascapes attract with inspiration, the joy of inspiration, which always comes from the raging or serene sea of ​​this amazing master.

Many artists turned to the romantic landscape, which is present in modern art.

Landscape in Russian art began to emerge from the beginningXIXc., then ideas about the beauty of nature were romantic - only distant, warm countries seemed beautiful.

For the first time, the image of Russian nature appeared in the works of A. G. Venetsianov. He created on his canvases a poetic, ideal, peace-breathing world of rural life.

From the middleXIXcentury, the dawn of Russian landscape painting began. The artist was faced with the task of revealing the unique beauty of our land.

In the artistic discovery of the Russian landscape, a special role belongs to Ivan Ivanovich Shishkin. He sang our nature as an epically powerful, heroic land with the free sweep of plains, lovingly cultivated by man, and the grandeur of forests.

In the freedom of Shishkin’s paintings there is a huge power of life affirmation, which did not exist before him in the art of Russian landscape. His love of life was expressed not only in conveying the greatness of nature, but also in his attention to its smallest details, so lovingly depicted by him.

The most soulful Russian landscape artist is Isaac Ilyich Levitan. For him, nature is the second “I”. His paintings capture the most characteristic, understandable and personal feeling that is close to everyone. Levitan's most ambitious work is “Above Eternal Peace.” The painting embodies the artist’s thoughts about the contradictory nature of existence, the eternity of the world and the frailty of human life, and at the same time about the power of inspiration.

Levitan's work had a huge influence on the future fate of Russian landscape painting.

Bank of ideas

We considered three options for painting the landscape:

Landscape in graphics;

Landscape from life;

Landscape yourself.

Decision Grid

Before we began the practical part of our creative project, we created a decision-making grid. After analyzing all three options, we came to the conclusion that option number three is the most optimal for us. All results are displayed in the table:

Criteria for evaluation

Option 1

Option 2

Option 3

Availability of order and demand in the market

Availability of materials

Availability of tools and equipment

Sufficiency of knowledge and skills

Possibility of application

Tools and equipment

To complete the practical part of our creative project, we used:

Watercolor paper;

Simple pencil, colored pencils;

Scissors;

Artistic gouache;

Hairspray (to fix the design;)

Brushes of different numbers.

When working with artistic gouache, you must follow the basic rules when working with gouache:

Work with gouache It’s quite simple, but you need to remember the basic rules that will help you avoid mistakes and create a real masterpiece.

The first step is to dilute it with water: you can start working only when the consistency becomes liquid and creamy.

Brushes used to apply gouache should be soft and elastic at the same time. The shape doesn't matter: they can be flat or round.

Before starting work, it is necessary to comply with the sanitary and hygienic requirements for work:

Before starting work, you must wash your hands;

Watch your posture;

After finishing work, tidy up your work area.

We carried out a preliminary study of the drawing

We looked at a huge number of landscapes in paintings by contemporary artists, but we decided to paint according to our own ideas.

III . Practical part

We have begun the practical part of the project.

The drawing is ready!

Conclusion

In my work I depicted a landscape.After all, nature amazes us with its beauty and grandeur; it is she who gives us peace with its amazing colors.

Unique author's paintings are quite expensive, as they are created by the master in a single copy. While creating my “masterpiece” I felt a little like a real artist. My drawing will add to my home collection.